College and University Section Virtual Conference: Feb 24, 2017

NCLA_CUSVirtualConference.png

 

 

 

 

 

 

 

 

 

 

Register to Attend the NCLA College & University Section Virtual Conference!

 

The College and University Section of the North Carolina Library Association in partnership with Appalachian State University’s Center for Academic Excellence is hosting its first Virtual Conference on February 24, 2017! This new web-only conference will focus on innovation, whether in terms of technology, services, outreach, instruction, or anything else. Brief, 30-minute presentations will focus on a success, lessons learned from a not-so-successful innovation, or both! The best part: You don't even have to leave your office for this free event!

 

Register to Attend

 

 All sessions will be recorded and archived on this site.

 

NCLA CUS Virtual Conference

Friday, February 24, 2017

9:30am-5:00pm

Cost: Free | Register



Please contact Kelly McCallister with any questions: mccallisterkc [at] appstate [dot] edu

 

 

Virtual Conference schedule:

 

  Title Presenters Overview Webinar Link
9:30-9:45 Welcome & Introduction CUS Virtual Conference Committee Details and instruction for the webinars View past session
         
10:00-10:45 Do the Evolution: Growing and Adapting Library Instruction Programs to Meet the Needs of the Learning Community

Dawn Behrend & Rita Johnson

Lenior Rhyne University

Lenoir Rhyne University (LRU) has a required course for first year students and transfer students covering acculturation to LRU and college life. The approach to library instruction for this course has evolved since it began in 2010. In the process of developing a library instruction program for these students, the following elements were involved: selection of content areas; creation of videos of library tutorials; development of quizzes and a final assignment; and use of embedded librarianship via LMS. Most recently, in fall 2016, a flipped classroom model for these courses was executed. Plans are being made to extend the flipped classroom approach to LRU’s introductory English courses. There were a number of innovative measures adopted throughout the process, such as production of instructional videos, generation of assessment tools, and shift to a flipped classroom approach. We feel that the evolution of our library instruction program has been successful in its ability to adapt and be responsive in meeting the needs of this population. By attending this presentation, attendees will take away a model of library instruction for first year and transfer students using a variety of instructional tools and a perspective on the use of a flipped classroom approach. 

View past session

10:00-10:45 Funding your research

Karen Fletcher & Katie Howard

Appalachian State University

Finding a grant can be a daunting task. Where do you begin? We will provide insights into the funding landscape and convey strategic approaches on how to find sponsors to fund your niche. Topics covered include: delving into agency/foundation background, contacting the Program Officer, signing up for electronic notices, etc. We will provide tips about how to write a competitive proposal, and will discuss common pitfalls of grant applicants.

View past session

Click for slides

10:00-10:45 Embedding the Librarians, Embedding the Students: Creating a Community of Inquiry in Online Library Instruction

Michael English, Joi Jackson & Patricia West

George Mason University

George Mason University Libraries have a partnership with our Honors program. Each fall, we provide instruction for all sections of the Honors 110 (Research Methods) course. These face-to-face instruction sessions involve active learning and group activity. This past fall, two sections of this course were offered for the first time in a hybrid format. Working closely with the instructor, we developed online library instruction sessions. For this presentation, we will detail the approach and technology used to develop Blackboard modules to replicate dynamic, group-based, in-class instruction sessions. Participants will complete an abbreviated version of one of the lesson’s group activities. Attendees will also learn the importance of fostering a community of inquiry in online learning, and how our strategies facilitate its development. View past session
         
11:00-11:45 Taking an integrated, interdepartmental approach to reference and tech support - the STARS desk at Hege Library

Rachel Sanders & Tierney Steelberg

Guilford College

Our library wanted to provide both research and technology support for students - this is our version of a reference desk. Students from the IT&S department and the library (newly hired students) joined forces to provide a point of first contact for students needing help. This was quite an innovation for our library because the reference desk has sat empty and unattended for a long time. With our small full-time staff, it made sense because full-time staff are now able to focus their efforts on more in-depth tasks and consultations with students. It also represents the results of the hard work that has been put into the library and IT&S departments making more meaningful connections and working relationships with one another. View past session
11:00-11:45 Can Students Find What They Need?: Painless Website Usability Testing

Rachel McWilliams

North Carolina Wesleyan College

 

In the spring of 2015, I conducted website usability testing on the library's website as part of the research for the library's five-year plan. This was the first time that I had done this kind of testing and even though the process itself took a lot of time and effort, the testing did help the website to improve and it taught me a lot about web design and libraries. For the presentation, I will explain the usability testing process that I used, the results of the testing, the changes we made to the library’s website, and the next steps for the library’s web presence. The library’s databases and other electronic resources are linked from LibGuide pages so I will discuss the use of those as well and how that played into the testing. It was not an easy process and I will also discuss the problem I had with recruiting students and how the sample was relatively small. I hope that attendees will learn that anyone can do this kind of testing and although you may be the only one conducting the testing, you definitely need the buy-in of the library director and library staff, as well as the webmaster and IT staff at your institution.

View past session

Click for slides

11:00-11:45 Long Night Against Procrastination: Reaching Students in the Residence Halls

Jennie Goforth & Alena Principato

UNC-Chapel Hill

How can we reach students beyond the library building? The Long Night Against Procrastination (LNAP) is an outreach project with a goal of bringing library and other academic support services to students during late night events. LNAP events have happened across the world; our twist on this program was to host the events not in the library or Writing Center, but to take them into the residence halls at UNC Chapel Hill. Hosted by the Undergraduate Library in partnership with the Department of Residential Education, the Writing Center, and the Learning Center, a series of four LNAP events were held in the Fall 2016 semester. Drawing on student feedback and staff observations, this presentation will discuss the outcomes and impact of the events, explaining how they provided students with a supportive space to study while raising awareness of library services. We will also address how this successful collaboration worked to meet the goals and mission of all the units involved.

View past session

Click for slides

         
1:00-1:45 Innovative Tools: Master the Art of Being Organized!

Jennifer Natale

Appalachian State University

Have you ever scrambled last minute to meet a deadline, pulled your hair out because you couldn’t find something, or feel like you always run out of time for long term projects or scholarship? There are many apps and tools available that can help to make your personal and professional life more organized but where should you start? During this presentation, I will share various tips and technologies that will help you to stay on track with your goals, manage information overload, and be more productive. Whether you are a techie or someone looking to pick up some basics, I’ll have ideas for everyone. Triumph over chaotic schedules, out of control to-do lists and messy offices!

View past session

Click for slides

1:00-1:45 Sprinting to Foundation Skills in Citing: A New Twist on Citation Relays

Laureen P. Cantwell

Colorado Mesa University

In 2014, the University of Northern Colorado began teaching the Citation Relay, an active learning exercise for improving students' fluency with a given citation style. After trying Relays at Colorado Mesa University (CMU) with considerable success, additional faculty expressed interest in having a relay for their class, using their particular style - but sometimes for MUCH bigger classes of students and in rooms with different capabilities. As a result, CMU developed Citation Sprints, a scalable approach to the Relay. Designed for large classes (40+) of lower-division students with less fluency in citation styles, these Sprints can be completed in the time usually allotted to one-shots (~40-50 mins), provide students with useful help sheets they can keep, and get them grounded in any style you need to train them in - while keeping the learning active. This presentation will share the success we have seen using the initial Citation Relay at CMU; how we set up early Sprint exercises [the woes]; and our current iteration of the Sprint [the triumphs]. Attendee takeaways include model documents and instructions for their use/revision; general best practices/considerations for the Sprints; and the confidence to pitch such sessions at their own institutions. View past session
1:00-1:45 How To Make Friends and Influence People: Using the Slack Collaboration Tool to Improve Communication

Joi Jackson, Kara Kiblinger, Denise Klasen-Lopez & Izzie Hunsberger 

George Mason University

For anyone who has worked at a customer service desk, getting immediate assistance is often a challenge. E-mail and telephones are often slow and inefficient. Instant messaging is a great alternative, but is seen as a potential distraction from work. During this session, we will demonstrate how the right instant messaging tool, namely Slack, can actually improve communication and customer service without disrupting productivity. Throughout the session, we will make the case for Slack using research and our library’s experiences. We will explain our issues with intra- and inter-departmental communication and how it impacted our work. We will highlight how Slack instant messaging fit our department’s work culture and helped improve customer service. Finally, we will discuss the importance of buy-in to maximize use. Next, we will show attendees how to use Slack and provide tips on adapting the tool to meet the needs of their department(s). We will demonstrate the tool’s portability and adaptability by showcasing how we used Slack to solve our library’s unique problems. We will also recommend third-party add-ons to enhance functionality. Unlike similar sessions, our presentation will highlight the benefits of using Slack for more than just instant messaging (e.g. data mining, archiving, staff morale).  View past session
         
2:00-2:45 CreekBooks Redux: Learning from Mistakes and Moving On

Elizabeth Dobbins & Brooke Taxakis 

 Campbell University

Outreach committee members will present the work of LaKeshia Darden and Cindy Adams. The promotion of leisure reading in academic libraries is becoming a hot topic among the landscape of academic libraries. Although we know active leisure readers exist, what can be done to pull them out of their lair, or how can academic libraries spark the interest of leisure reading in those who do not currently engage in the activity? In the fall of 2015, Wiggins Memorial Library set out to establish it's first ever book club and tried to tackle the questions above through careful programming and the selection of a common read. Librarians will share why they believe the first attempt was not successful, describe the steps they took to revamp their efforts, and share additional lessons learned in the process. View past session
2:00-2:45 Resetting Course Reserves

William Gee

East Carolina University

Course Reserves is a staple academic library service. After an analysis of course reserves and a change in staff, ECU’s Joyner Library found that it needed to reset its course reserves to be more effective, use less space, make materials more available, and remove itself from the role of copyright enforcer. Patrons had repeatedly attempted to borrow materials on physical reserves but then did not because of the limited loan periods and restrictions for in-library use. Materials were found on physical reserves that had been on there for years with low or no circulation, for classes no longer being taught, and in some cases for faculty who had left. Materials were often being placed on physical reserves as background material, rather than for actual required course assignments. Through discussions with faculty and a refocusing of publicity and procedure, course reserves has become a smaller, more directly relevant collection and service that lets faculty have what they need on physical reserves and in the Blackboard CMS while making more materials more available for patrons to use outside of the traditional course reserve restrictions.  View past session
2:00-2:45 Collaborating on Course Design

Mark Coltrain & Mollie Peuler

Central Piedmont Community College

Tired of piecemeal one-shot classes with lackluster results? Does starting an embedded librarian program seem impossible? It doesn’t have to be if you shift your focus from embedding yourself to embedding your content. The only way to do that is through relationship-building and collaboration. The Central Piedmont Community College Library has started on a path to integrate information literacy competencies and outcomes at the curriculum-level. CPCC is doing this through sustainable instructional design by partnering with faculty (and others) to develop and implement course-level content that supports course, program, college, and national outcomes. Librarians coordinate with appropriate faculty and collaborate in three main areas: Content, Assignments & Rubrics, and Support. Join two community college librarians and one faculty member for a panel discussion on the processes, challenges, and successes of our developing new model. View past session
         
3:00-3:45 Providing alternative textbooks for students : Two Approaches

Beth Bernhardt & Joseph Thomas

UNC-Greensboro & East Carolina University

Attitudes towards college textbooks and other course content are rapidly changing. Spiraling costs have made textbooks a political issue in some states. As a result, librarians have begun to take notice, reversing course on the traditional library view of textbooks. A number of libraries are looking for more affordable ways for students to access textbooks. Many are leveraging open educational resources (OER) as alternatives to expensive, commercially-published textbooks. Hear how UNC Greensboro and East Carolina University had two different approaches to help with this issue and how they came together to learn from each other and assist each other with their expertise. View past session
3:00-3:45 What do you do with a concrete block building?

Jill Whitfill & Suzanne Roberts

Bethel University

Constructed in 1967, the Burroughs Learning Center, which houses the library, tutoring center, faculty offices, and five classrooms, was extensively renovated to become a ‘Safe Room’ in the event of a tornado. Funds were provided by a grant from the Federal Emergency Management Agency and supplemented by funds from the Tennessee Emergency Management Agency, along with funding from Bethel University. The library, occupying the main floor of the building, was able to tack on a few renovations of its own to modernize the space and make it more useful for the way students study today. Attendees will learn that it is possible to do a lot in a small footprint with minimal funds. Before and after photos along with results from various student and faculty surveys will be presented. View past session
3:00-3:45 LMS Embedded Librarianship: An Examination of Selected Research Tools.

Elizabeth Dill

DeVry University

This webinar is a review of selected seminal research in the new model of librarianship -- online embedded librarianship within a learning management system. Assessment tools associated with the analyses will be displayed for critique. CANCELLED
         
4:00- 4:45 Library Referral System

Ingrid Purrenhage

Pasco-Hernando State College

This is an in-house designed referral system to allow any faculty teaching any course on any campus or online to refer specific students to the library for individualized help. It was developed with faculty input and utilizing Google forms, libGuides, and Canvas – our Learning Management System. It has been a triumph so far. Take-aways are being creative to bring library access and help to as many as possible, talking with the faculty for their input and needs, and providing a feed-back loop for faculty. 

View past session

Click for slides

4:00-4:45 Integrating Interactive Information Literacy Module in Instructional Technology for Future K-12 Teachers Course

Samantha Harlow

UNC-Greensboro

 

Future K-12 teachers need to be exposed to information literacy throughout their training in higher education. LIS 120: Instructional Technology for Educational Settings is a one-credit online, asynchronous course for all students who plan on getting a teaching licensure at UNC Greensboro. The learning objectives of the course and modules are based on ISTE (International Society for Technology and Education) teaching standards and the content and assignments in the course teach students how to implement instructional technology in a variety of settings and with a variety of tools. In Fall 2016, the instructors of this course decided to revamp the course to update the materials, add in new technology tools, and design a module solely dedicated to information literacy for future K12 teachers. This module includes sections on information literacy for a K-12 setting, citation, plagiarism, and evaluation of websites. This interactive module was made using SoftChalk and integrated into the UNC Greensboro learning management system (LMS) Canvas and included a collaboration between instructional technologists, librarians, and instructors. In this presentation we are going to cover the materials in the information literacy module, pedagogical reasons behind creating the module, analytics and lessons learned, and future directions for this module.  View past session

 
Date: 
Friday, February 24, 2017 - 9:30am - 5:00pm
Cost: 
Free